LESSON 1

Date:21/01/17 Student level:7

Duration of the lesson: 50 Class size: 25 students
minutes
Intended Learning Outcomes:
To Identify pre-existing knowledge
Curriculum:
Construct sample space for single-step experiments with
equally likely outcomes
Assign probabilities to the outcomes of events and
determine probabilities for events
Key Questions:
What do we know about the sub strand chance? Do we
understand the terminology and language to predict
outcomes? Do we know what skills are used to predict and
evaluate outcomes of events?

Prior Learning and Experiences:

I assume students have a familiar understanding of chance
because this was topic was introduced last term by their
original mathematics teacher.
I expect students to apply mathematical terminology when
describing their outcomes in the pre-test.
I expect students to apply their knowledge and skills when
completing this pre-test.
This lesson will be used to measure what students already
know, the results from this test will be compared to a post
test at the end of this unit.
This lesson will also identify students abilities and provide
information for lesson structure
Teaching Strategies:
This lesson involves a short 30 minute pre-test to identify
students pre-existing knowledge. The remaining time of
class will involve a discussion on chance.
The pre-test:
The learning strategy is to identify what student do, or
might not know, in order to improve their skills,
understanding and knowledge of the topic.
The discussion:
The learning strategies are elaborating on prior knowledge
in a discussion with class and collaborating with other
students ideas and concepts of chance.

My role is distribute the test and assess students

performance, document results and compare this data
with a post-test at the end of the unit. The students will
be required to try their best when completing the pretest
and actively engage in the classroom discussion toward
the end of the lesson. During the discussion key questions
will prompt critical thinking and discuss students
previous experiences of chance.
The classroom will be organised in test conditions with the
tables separated from one another. Test conditions also
requires students to be silent and concentrate on their
work only. Before the discussion the classroom will be re-
arranged back to how it was at the start of the lesson, to
support collaborative learning.
Difficulties students may experience in this lesson is sitting
 LESSON 2
Date:24/01/17 Student level:7
Duration of the lesson: 50 Class size: 25 students
minutes
Intended Learning Outcomes:
By the end of this lesson students will be able to
distinguish between equally likely outcomes and outcomes
that are not equally likely
discussing the meaning of probability terminology
Curriculum:
Construct sample space for single-step experiments with
equally likely outcomes

Key Questions:
What strategies can we use to predict outcomes? How many
possible outcomes?

Prior Learning and Experiences:

I assume students have a familiar understanding of chance
because this was topic was introduced last term by their
original mathematics teacher.
I expect students to apply mathematical terminology when
describing their outcomes of each activity.
This lesson uses common objects in everyday life to predict
outcomes. The skills students use to complete each
activity can applied to other objects to measure the
probability of other situations
Teaching Strategies:
This lesson will introduce the topic by splitting the class
into 3 groups, each group will have 3 activities to
complete?
The learning strategies are getting students to learn
kinetically through experiential learning and game based
structure.
My role is to facilitate the 3 activities and assist where
students need extra guidance. The students will be
required to actively participate in each of the activities. I
will hold a discussion at the end of the lesson, gathering
the strategies students used when predicting
likely/unlikely outcomes.
The classroom will divided into three groups, the tables
and chairs will be grouped in different corners of the
rooms. This set classroom table arrangement will support
collaborative learning.
Difficulties students may experience in this lesson is
understanding activity instruction and identifying their
strategies used to determine outcomes. To cater for these
difficulties, at the start of the lesson instructions for each
activity will be outlined.
Student working expectations will be also outlined to limit
the difficult behaviours that arise in this class and also
keep students on what is required from this lesson.

Addressing the needs of the funded student or students with
learning difficulties
-These students will have their personal copy of each activity
sheet with the instructions and questions. This student will also
be put into a group with their peers to increase motivation. This
 LESSON 3
Date:25/01/17 Student level:7
Duration of the lesson: 50 Class size: 25 students
minutes
Intended Learning Outcomes:
By the end of this lesson students will be able to use the
information from experiments to anaylse possible
outcomes.
Convert fractions into decimals and percentages
Curriculum:
Construct sample spaces for single-step experiments with
equally likely outcomes
Assign probabilities to the outcomes of events and
determine probabilities for events
Key Questions:
In what ways can we gather information? What can we do to
display it? How do we express the outcomes?
Prior Learning and Experiences:
Students have knowledge of sample space from a variety of
experiments learnt in lesson 1
I expect students to apply mathematical terminology when
describing their outcomes of each activity
This lesson expands on one of the activities experienced in
lesson one (spinner). The skills students use to complete
this task will apply to everyday situations, where everyday
outcomes will be evaluated and expressed as a
percentage, decimal or fraction
Teaching Strategies:
This lesson will introduce the topic by using examples on a
maths is fun website to develop the concept- outcomes
can be represented as percentages, decimals and
fractions. Such examples on the website are interactive
which can be shown in a demonstration in front of the
class. On the whiteboard demonstrate to students how to
convert decimals, fractions and percentages.
The learning strategies are getting students to learn
through interactive ICT tools in a small with their partner.
My role demonstrate simply strategies to convert
decimals, percentages and fractions and then guide the 3
ability groups with their partnered activity. Each ability
groups activity varies with difficulty.
The classroom structure involves partners from the same
ability group to sit next to each other.
Difficulties students may experience in this lesson is
understanding activity instruction and converting
decimals, fractions and percentages. To cater for these
difficulties, at the start of the lesson a demonstration on
how to convert decimals, fractions and percentages will
take place. Students are also given a website link where
conversions are explained and show examples relevant to
their task.
Student working expectations will be also outlined to limit
the difficult behaviours that arise in this class and also
keep students on what is required from this lesson.
Partners can be chosen by the students however if a
partnership I believe will not work well, will be given new
partners.
 LESSON 4
Date:28/01/17 Student level:7
Duration of the lesson: 70 Class size: 25 students
minutes
Intended Learning Outcomes:
By the end of this lesson students will have created a
chance experience of their choice, use the information
gathered to predict and calculate the probability of
outcomes.
Identify sample space
Convert fractions into decimals and percentages
Present outcomes in a table and graph
Curriculum:
Construct sample spaces for single-step experiments with
equally likely outcomes
Assign probabilities to the outcomes of events and
determine probabilities for events
Key Questions:
What other predictions can we make without using a dice,
spinner or coin? In what ways can we gather information? What
can we do to display it? How do we express the outcomes?

Prior Learning and Experiences:

Last lesson students applied what they have learnt so far in
this unit (predicting outcomes, converting fractions,
decimals and percentages) in different experiments using a
die, spinner and coin.
I expect students to apply this new knowledge to create
their own experiment.
I also expect students to use past examples, notes and
answers from their exercise books to help guide their
responses to this project.
Teaching Strategies:
This lesson will give students the ability to think creatively
and design a fun/unique experiment to distinguish the
likeness/unlikely of outcomes.
The learning strategies involved in this lesson is having
students complete a project that they design. This allows
students to implement their creative experiment.-
My role is to provide students with the instructions for
project, get them thinking about what chance activity they
can use for their project. Then guide students during this
lesson and assist where needed.
The classroom tables and chairs can be rearranged to suit
students needs to complete this project, for example
creating space on the carpet or joining tables together for
a bigger surface.
Difficulties students may experience in this lesson is
choosing an activity or collecting results. To cater for these
difficulties, the project instruction sheet provides
examples and other examples will be briefly outlined
before students start this project.
Student working expectations will be also outlined to limit
the difficult behaviours that arise in this class and also
keep students on what is required from this lesson.
Addressing the needs of the funded student or students with
learning difficulties
The student with Autism/learning difficulties can have an
 LESSON 5
Date:28/01/17 Student level:7
Duration of the lesson: 30 Class size: 25 students
minutes
Intended Learning Outcomes:
To apply the knowledge learnt over the course of this unit to
different probability questions. The results will address
whether students have improved from the pre-test.
Curriculum:
Construct sample spaces for single-step experiments with
equally likely outcomes
Assign probabilities to the outcomes of events and
determine probabilities for events

Key Questions:
What do we know about the sub strand chance? Do we
understand the terminology and language to predict
outcomes? Do we know what skills are used to predict and
evaluate outcomes of events?

Prior Learning and Experiences:

Students have had many lessons on building their
knowledge of chance and applying their skills to solve
problems.
I expect students to apply mathematical terminology,
knowledge and skills learnt through this unit when
completing this test.
The results from this post-test will be compared to the pre-
test to identify whether students have improved and to
reflect on my teaching style, unit design and lesson
delivery.
Teaching Strategies:
This lesson involves a short 30 minute post-test to
evaluate students learning progress.
The learning strategy is to identify what student have
learnt or improved on across this unit.
My role is distribute the test and assess students
performance, document results and compare this data
with a pre-test at the start of the unit. The students will
be required to try their best when completing this test.
The classroom will be organised in test conditions with the
tables separated from one another. Test conditions also
requires students to be silent and concentrate on their
work only.
Difficulties students may experience in this lesson is
sitting still and concentrating for 30 minutes straight. To
cater for this, students can have stretch breaks when they
would like (standing out of their chair).
Student working expectations will be also outlined to limit
the difficult behaviours that arise in this class and also
keep students on what is required from this lesson.

Addressing the needs of the funded student or students with

learning difficulties
The student with Autism or learning difficulty can complete this
activity on their IPad, as this may increase concentrates using a
device. Another alternative is, giving the student a dice, coin
and spinner when completing the test. By experimenting with